BEED ELEC 1 – Teaching Multigrade Classes - has interesting materials but not displayed attractively in a

MODULE 3 way that allows learners to use them frequently and not
appropriately...It is non- functional as a learning
LESSON 15: Policies Underlying Learning System Support environment.
What is learning support system? MG Classroom Layout - able to provide greater flexibility in
- are the resources, strategies, and practices that provide arranging and rearranging a whole group, small group activities,
physical, social, emotional, and intellectual supports individual or independent work, indoor games or dramatization and
- intended to enable all pupils to have an equal opportunity role-playing.
for success at school by addressing barriers to and Elements that contribute to a successful MG classroom are:
promoting engagement in learning and teaching. 1. Semi-Private (partially enclosed by a low blackboard or
Framework for a Comprehensive System of Learning Supports easel or a shelf)
- Enhancing regular classroom strategies to enable learning -5 to 10 learners these are workstations learners use with or
- Supporting transitions without teacher guidance
- Increasing home and school connections 2. Learning Materials
- Responding to, and where feasible, preventing crises 3. Room to Move
- Increasing community involvement and support -Children and you also need to be able to move freely
- Facilitating student and family access to effective services between the groups of desks with a minimum of
and special assistance as needed disturbance to others.
The integrated continuum spans intervention designed to: 4. The Teacher’s Table
- Promote healthy development and prevent problems. -This should be carefully placed to give you an open view
- Respond as early after problem onset as is feasible. of the whole classroom.
- Provide for those whose serious, pervasive, and chronic 5. Blackboard
problems require more intensive assistance and -can transfer to the different areas of the classroom for
accommodation. small group activities with the teacher or for independent
Designing and Implementing the System work.
- Establish a policy commitment. 6. Ventilation
- Establish an operational infrastructure that fully integrates - All parts of the classroom should be well-ventilated and
learning supports into planning and decision-making with adequate lighting so that all learners can work
processes. comfortably in any part of the room
- Establish priorities for planning and implementing the first MG Classroom Structuring
set of learning support interventions at the school.
Essential Learning Support Systems for MG Classes
- School Health Center. All health and nutrition interventions
for the learners in a school
- School Sports. Programs that focus on sports and
recreational activities for the learners.
- Youth Formation. The co-curricular and extra-curricular
activities offered by a school.
- Instructional Materials. Visual aid/materials used in the
classroom.
Enhanced Basic Education Act of 2013 (RA 10533), Sec. 5
- flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective
educational and social contexts.
Diverse Instructional Materials
1. Story Curtains
2. Big Books/Small Books
3. Lesson and Curriculum Guides
4. Learning Resource Management Section
5. School MOOE (Maintenance and Other Operating
Expenses)

LESSON 16: Classroom Structuring and Arrangements

Why classroom structuring and arrangements are important?
- “The old classroom model simply does not fit our changing
needs.” -Salman Khan
- physical arrangement of the classroom is set up to
maximize teacher student interactions while minimizing
distractions.
If an MG classroom:
- contains neatly arranged rows of desk facing one
blackboard books are stored in closed cabinets bulletin
boards only contain decorative labels or cut-outs made by
teachers the learners are bound
 - differentiation consists of the efforts of teachers to respond
LESSON 17: Strategies and Activities in the Multigrade to variance among learners in the classroom.
Classroom VI. COOPERATING LEARNING
LECTURE-DISCUSSION - involves students working together in small teams or
- method is the teaching method that is designed to help groups on a shared task to achieve a common objective.
students understand the organized body of knowledge, i.e.  Cooperating Learning Skills
the topics that relate the facts, concepts, principles, and 1. Active listening
procedures, and make the relationship between them 2. Taking turns
explicit and clear (Eggen & Kauchak, 2007; Rosenshine, 3. Asking good questions
1987). 4. Respecting others
Four Basic Steps of Lecture-Discussion 5. Negotiating
1. Introduction. The teacher begins the lesson by providing a 6. Sharing
motivation activity, presenting the objectives, and giving an 7. Problem solving
overview of the topic. 8. Decision-making
2. Presentation of the lesson. The teacher proceeds to the 9. Conflict resolution
unfolding of the topic using question-and-answer 10. Eye contact
techniques and visual organizers. 11. Assertive speaking
3. Comprehension monitoring. The teacher checks students'  Some Cooperating Learning Strategies
understanding through different strategies of formative Round Robin/Round Table - technique for generating and
assessment. developing ideas in a group brainstorming setting.
4. Integration and closure. Students summarize the lesson Think-Pair-Share. It is a collaborative learning strategy where
by highlighting the important points, synthesizing old and students work together to solve a problem or answer a question about
new information, and/or sharing evidence-based an assigned reading.
conclusions. Mix-N-Match. In this structure the teacher creates sets of cards that
Tips for Lecture-Discussion are matching pairs.
1. Plan the lesson in detail and practice your presentation. Envoy/Jigsaw. It is a cooperative learning strategy that enables each
2. Be brief in the presentation of the lesson. student of a "home" group to specialize in one aspect of a topic
3. Use a questioning script to develop your questions. VII. SELF-DIRECTED LEARNING
4. To increase the effectiveness of delivery, use numerous - instructional strategy where the students, with guidance
concrete examples, media, and graphic/visual organizers from the teacher, decide what and how they will learn. It
5. Pause occasionally after giving questions, provide ample can be done individually or with group learning, but the
thinking time and rephrase questions if students do not overall concept is that students take ownership of their
provide answers. learning.
6. Lecture-discussion works best if used in moderation and it VIII. PEER TEACHING
integrated with other strategies. Using this as your - involves a situation in the classroom where two or more
everyday strategy may lead to a boring class. children cooperate with one another and help each other
I. RECITATION learn.
- most basic form, recitation is the action of saying  Sample Teaching Strategies for Peer Tutors
something aloud from memory or a formal reading. 1. Show and Do
- recitation class is designed to serve as a supplement to this 2. Test-Teach-Test
format, providing students an opportunity to learn from 3. Take Turns
each other as a teacher’s assistant (TA) 4. Do Together
- designed to focus on complex points of the associated 5. Look, Say, Trace, Cover, Write, Check
lecture that either have complicated material IX. GROUPING
- important to remember that the lecture aims to teach many - things to be considered: (1) Planning mixed ability group
students work: Think about the group structure of the members to
II. DIRECT INSTRUCTION ensure the groups will work well. (2) Whole- class-mixed
- is a teacher-directed teaching methods. This means that the groups: Give the teacher a chance to observe relationship
teacher stands in front of a classroom and presents the between and among children of different ages in MG
information. The teachers give explicit, guided instructions classroom.
to the students.
III. INDIVIDUALIZED INSTRUCTION LESSON 18: Implications for Instructional Strategies in MG
- is a method of instruction in which there is one-to- one Teaching
teaching and self-paced learning based on an outline of - multigrade classroom is a more complex environment so
progressive goals leading to the course/curriculum that instructional delivery and classroom management
objectives. strategies must be compatible and complementary.
- allows a student who is above or below "average" to - teacher relies primarily on whole-class/whole-group
proceed at the student’s own pace for optimal learning. instruction and lecture/recitation methods, the children in
IV. INDEPENDENT STUDY each of the grade levels within the class will not learn to
- closely related to individualized instruction but different. work independently and in small groups.
- Students are involved in the selection of the activity or - Teachers should focus on the learners, get to know them,
approach to working on a project. particularly their ability levels and need so that
- Students work alone or in groups. expectations match their capability. The learners will
V. DIFFERENTIATED INSTRUCTION benefit from “instructional support system”.
LESSON 19: Getting to know the MG-BOW What is Learning Competency?
What is BOW? - defined as “mastery of learning by students through their
- simply a matrix of curriculum for Multigrade teaching to demonstration of knowledge, attitudes, values, skills, and
provide MG teachers a concise and easy-to-use material for behaviors” (Gervais, 2016).
the teaching and budgeting of tasks in MG classes - help students draw and build upon what they know, how
especially in preparing the DLP/DLL or IMG-LP and other they
instructional materials. think and what they can do.
- is only a reference in making daily and/or weekly lesson
plans and CANNOT BE USED AS A SUBSTITUTE for
LESSON PLANS even by those teachers with more than a
year of teaching experience.
Contents of BOW
 Subject and Grade Level Combinations
 Time Allotment
 Three Major Components
1. Competencies with Codes
2. Suggested Learning Activities
3. Suggested Assessment Activities

- All codes from the competencies aligned are from same

quarter and same week. (S3MT-Ia where “I” – Stands for
Quarter 1 and “a” is the week.
- These are:
▪ Subdivisions by Week/Day, Theme, and Genre (for
Languages)
▪ Covered Domains and Strands in a given week (for
Languages)

LESSON 20: Enhancement of the MG-BOW

1. Grouping of competencies and activities into days
2. Teachers must try to examine how grouping the
competencies is done by days in the learning areas or
subjects with competencies sorted by weeks (Filipino and
ESP).
3. Teachers must try to integrate the contents with other
disciplines.

LESSON 21: Features of MG-DLP

1. SCHEMING
a) Scheme A
Learning objectives of all groups are
common in terms of behavior and
 content. It takes all the grades as one class in
the developmental phase and use content
materials from the three grade levels.
2. SHIFTING OF TEACHER
Shifting from one grade level to another. Icons are used to signal the shifting.

b) Scheme B
When two adjacent grades have the same
instructional objective while the other grade
has a different objective.

3. DIFFERENTIATION
✓ A child-centered approach that is done by providing learners with
different avenues for learning in terms of acquiring content, processing, and
making sense of ideas.
✓ Developing teaching materials and assessment strategies.
✓ Individual and group instruction using varied activities.
c) Scheme C LESSON 22: How to Apply it in Making Lesson Plans
Three levels or groups have the same The teaching scheme will likewise suggest the format of the lesson plan. In
behavior but have different content or differ preparing lesson plans for interaction or instruction, one of the functions as an
instructional manager is to plan instruction. The source of your instructional
in difficulty.
objectives are the MELC/PELC/CG-MGs and the Budget of Work in the
different learning areas

d) Scheme D
There are three developmental lessons
because the instructional objective of the
three groups has no commonality.

e) Scheme E
Objective/skill in the first grade is
prerequisite to the next grade level, and the
skill in the second grade is a prerequisite to
the skill in the third grade.
 ▪ If a child is having difficulty zipping his coat,
offering hand-over- hand support just to get the
zipper started.
LESSON 23: Modified Curriculum
- Curriculum modification involves change to a range
of educational components in a curriculum such as
content knowledge, the method of instruction, and  Peer Support. Using peers to help children learn.
students' learning outcomes, through the alteration of ▪ Examples:
materials and programs (Comfort, 1990; King-Sears, ▪ Pairing a shy student with a talkative student during
2001; MacMackin & Elaine, 1997; Reisberg, 1990). an activity where students are interviewing experts.
Curriculum modification  Invisible Support. Purposeful arranging of naturally
- change to the ongoing classroom activity or materials occurring events within one activity.
to help a child participate. The change may impact ▪ Examples:
the materials used or the delivery of the lesson just a ▪ Calling on a student who is learning English after
bit but does not change the learning goals of the three or four students have answered (providing a
activity. helpful model).
- are simple but powerful tools that can help make a Incorporating Curriculum Modifications into Lesson
learning environment more accessible to all students. Planning
This tool kit, written for teachers, offers a definition  Using a pencil with a gripper on it (materials
of curriculum modifications, describes their different adaptation)
types, and offers suggestions of how to plan for and  Using a communication device that allows a child to
incorporate them in the classroom. type letters (special equipment)
Types of Modified Curriculum  Using a paper secured to an easel (environmental
 Environmental Support. Changing the physical, support)
social, and temporal environment.  Using a favorite-colored crayon (child preference)
Examples:  Working near a classmate who models for writing a
▪ Physical: Using colored tape to make X’s on the particular letter (peer support)
ground indicating where each child should stand LESSON 24: Subject Grouping
when in line at the door. Subject grouping in the multigrade teaching means this
 Materials Adaptation. Modifying materials to means that a teacher is presenting the same subject and the
increase a child’s participation. same topic to both grade groups at the same time and at the
Examples: same level.
▪ Using tape to create a thicker handle on a paint Modified Curriculum & Instruction in MG (Subject
brush, making it easier to grip. Grouping)
 Activity Simplification. Simplifying a complicated 1. Subject Staggering. With a split timetable, the
task by breaking it into smaller parts or reducing students in one grade work to a timetable different from
the number of steps. the students in the other grade
Examples: 2. Subject Interaction. Subjects which easily lend
▪ Giving a child a shape sorter with only half of the themselves to integration are presented by the teacher to
shapes while using tape to cover holes that aren’t all grades at the same time.
being used. 3. Integration Day Option. An integrated day is a concept
 Child Preference. Integrating a child’s interests into that teaching is organized around themes, rather than
nonpreferred routines or activities. separate subjects.
Examples: 4.Common Timetable. It means that students in each
▪ If a child is avoiding the book loft, adding books on grade can study the same subject at the same time,
transportation 5. Subject Grouping Option. Grouping of subject areas to
(his favorite topic). be taught as to what specific days of the week these will
 Special Equipment. Using special or adaptive be engage in.
devices. How do you formulate a Classroom Program when you use
▪ Examples: Subject Grouping?
▪ Providing a child with cerebral palsy a stander to 1. Subject grouping needs to be evident in the Classroom
facilitate easier participation at a table activity. Program. But first sorting of subject areas is ought to be done.
 Adult Support. Having an adult intervene to support 2. It should be anticipated and tailored fit to the needs of the
a child’s participation and learning. multigrade learners.
Examples: 3. It should be decided as to what subject areas to be taught
and as to what specific days of the week these will be engaged
in.
4. In deciding the number of minutes per learning area, the
time fixed per day must be multiplied to the number of days
that the learning area should be taught.
5. The product will be now divided to the number of
scheduled days.